Statewide Autism Resources and Training (START) Module 1: - PDF document

Statewide Autism Resources and Training (START) Module 1: Foundations in Autism Spectrum Disorders and the Teaming Process ASD Teacher Consultants Info:  Brenda Gagie – bgagie@kresa.org  Megan Scott – mscott@kresa.org  Michelle Simino – msimino@kresa.org WELCOME  Folders – Important Information – Save the Dates – Subteam lists / email addresses  Sub-Team Email List Update – Sign in each session – Notify START continuity staff if changes  Jumo drives/lap tops  A Coach from every team  CEUs 1

SCHEDULE REVIEW Snow Days SMART Training is canceled if… PORTAGE PUBLIC SCHOOLS ARE CLOSED DUE TO WEATHER MATERIALS  Team Binder (bring to every module)  Team Flash Drive  Individual Module Binder / Folder 2

Forms from Orientation Please turn in:  Pre-questionnaire  Consent form “Wow, that’s a good idea” If you hear any good ideas you want to take back and try right away, put them on the Wow form How are you Feeling? 3

Agenda for Foundations Training  Mini-IT Overview  Student Data Form (Break if needed)  Social Characteristics  Behavioral Characteristics  Lunch on your own  Communication Characteristics  Sensory Characteristics (Break)  Team Assignments – USAPT – POC What are you going to get out of this training?  We are getting everyone on the same page  Novice  How can you share this info with others  New information  Intermediate  More knowledge to share with parents or to know as much as parents  Advanced  New research to build on what you already know  Using what you know Big Ideas for the Year Independence / Socialization Team Process and Problem Solving Universal Supports 4

Goals for Students with ASD  Socialization Skills  Independent Skills  Participation in the General Education Curriculum Team and Target Student Introduction  Review Student Information with Subteam  Brief Team & Target Student Introduction: – District & Building – Student Picture and Brief Profile – Hopes for the Year 5

 There will be time at the end of the morning to address questions. Please write your questions on the post it notes and place them in the bag up front. Target Student Data Form Let’s Get STARTed 6

Foundations of ASD Asperger Syndrome identifed in 1944 Autism identified in 1943 by by Hans Asperger Leo Kanner The first person with autism Donald Gray Triplett The Atlantic Monthly What is an Autism Spectrum Disorder? 7

Voices of People with ASD  In My Mind  Sue Rubin Carly – Profound Intelligence 8

Autism vs. ASD  It is a neurobiological disorder of development that causes discrepancies or differences in the way information is processed affecting he following areas:  Areas affected are social, behavioral, communication/language, and sensory stimulation.  DSM-V is moving toward the Autism Spectrum Disorder (ASD) as a broad label Continuum of Skills for Individuals with ASD Severe CI Gifted Cognitive Ability Social Aloof Passive Active/Odd Interaction Non-verbal Verbal Communication Motor Skills Awkward Agile Fine & Gross Hyposensitive Hypersensitive Sensory The Advocate (2003) Facts and Statistics  ASD is 4 times more common in boys than girls.  ASD knows no racial, ethnic, or social differences.  ASD effects an average of 1 in 110 (CDC.gov Sept. 2010)  ASD can and does exist with and without cognitive impairment and other disabilities.  ASD is not contagious.  Characteristics are generally evident by age 3  1992-2003-All disabilities grew 31% - ASD grew 805% - under IDEA 9

Medical vs. Educational Eligibility for ASD Medical Educational – Usually diagnosed by – Always determined by a team – ASD covers the entire spectrum one medical – impairments in socialization, professional communication and restricted or repetitive patterns of behavior. – Autism is a specific Michigan educational ASD eligibility – diagnosis requires impairments in the areas of socialization, communication and – Impairments in restricted or repetitive patterns of behavior WHICH adversely affect a socialization, student’s educational performance communication and in ONE or more of the following areas: restricted or repetitive – Academic patterns of behavior. – Behavioral – Social DSM-V Update 10

Einstein Jefferson Mozart Warhol Jason McElwain Temple Grandin Social Behavior Sensory Communication 11

Student’s describe social differences Meet James In the video It’s So Much Work to be Your Friend , Rich LaVoie says, “If you make a grammatical error people will doubt your education. If you make a social error, people will doubt your mental capabilities.” 12

“Pretending to be Normal” By Dr. Liane Holliday Willey “… May aybe be this desire e to organize ize things s rather er than play with things s is the reaso son I n never had any great interest est in my peers. s. They always s wanted to use the things s I h had so carefully arrang anged ed. They would want to rearrang nge e and redo. They did not let me control the environme nment. They did not act the way I t thought they should act. Chil ildren n needed more freedom m than I could provide them.” (p. 19) Social Thinking Autism Spectrum  Difficulty “Reading” Social Cues  Joint Attention  Perspective Taking  Understanding Emotions 13

Reading Social Cues Autism Spectrum  Difficulty or inability to intuitively  Difficulty or inability to intuitively read, interpret, and demonstrate read, interpret, and demonstrate explicit social expectations. subtle social expectations – Personal space – Personal space – Body language – Body language – Directions for social situations – Respond inappropriately – Unaware they aren’t getting social – Hidden curriculum cues – Understand they aren’t getting social – More skill acquisition difficulties cues – Difficulty applying learned skills Joint Attention & Perspective Taking Joint Attention Autism Spectrum  Activities more task  Exhibit what looks like joint oriented rather than social attention when using interaction preferred topics  Less environmentally  Activities more task aware oriented rather than social interactions  Difficulty initiating or engaging in joint attention  Difficulty sustaining joint attention 14

Perspective Taking Examples Autism Spectrum  Waving  Losing a tooth  Taking items – including  What color is this? food  Phone conversations  Phone conversations Perspective Taking (Theory of Mind) Role Play Understanding their own Emotions Autism Spectrum  Sometimes recognize a few  Can often identify basic obvious emotions within feelings accurately. themselves: happy/sad  Often feel the same level of – Often display emotions they intensity no matter the aren’t feeling situation. – Have trouble identifying their – Green jelly bean/dog died own emotions even with  Overly sensitive pictures 15

Understanding Emotions of Others Autism Spectrum  May not notice at all  May not notice at all  Sometimes recognize a few  Sometimes recognize a few overt emotions within others: overt emotions within others: happy/sad/angry happy/sad/angry – Not understanding all the – Not understanding all the pieces or context pieces or context – Reaction does not match situation • Over reaction • Under reaction 16

Playground Overlap of Categories  Lack of varied play – Socialization – Repetitive Behavior Socialization  Echolalia/repetitive statements – Communication – Repetitive Behavior Repetitive – Socialization Communication Behavior Independence Social Ability = Employability Social Ability = Employability 17

Harmony and Humor Break – 15 minutes Social Behavior Sensory Communication 18

ALL Behavior is communication The Continuum of Behavior  Annoying Habits  Things that I want changed  Really annoying behaviors  Behaviors that are causing Problems  Behaviors that are causing Major Problems  Behaviors I can’t stand anymore  Behaviors Preventing Life Routines  Behaviors Preventing Learning  Behaviors causing injury or destruction Behavior Autism Spectrum Disorder  Routines, Rules, and Rituals  Narrow, Intense Interests and Preoccupations  Restrictive and Repetitive Patterns of Behavior  Response to Environment  Intense Reactions  Attention & Focus 19

Routines, Rules, and Rituals  Immediate self-regulation  Need for order and and/or relaxation achieved predictability managed through ritualistic: through adherence to – Washing scheduling and guidelines. – Lining Up/Organizing – Daily schedules – Sorting/Categorizing – Pre-determined systems – Counting – Rule Followers – Collecting – Classroom Sheriff  Provides predictability which in turn gives comfort Ritual Sheldon’s Sitting Spot 20